Student competencies: Willingness to learn about the problematic aspects of this era’s information landscape; willingness to learn about the self and the embodied, internal, somatic aspects of learning; willingness to respond to any new evidence by adjusting preexisting beliefs, despite cognitive dissonance  (See Bloom’s Taxonomy in the Affective domain for insight into the wording of these competencies.)

Educator preparation: Educators should learn about the state of misinformation, disinformation, and the shortcomings of readers in the “post-truth” world. They can expect that students may experience discomfort or cognitive dissonance when the troubling aspects of today’s informational landscape are discussed in class, and so teachers should begin to develop their own pedagogies around helping students resolve the discomfort and assimilate the new information into their existing knowledge bases. Educator pedagogies should include internal practices (like deep breathing and grounding) and external ones (like civil discourse and journaling through discomfort). 

Framework area		Key concepts and/or skillsets	Learning objectives
Reading the Self	5	-Connection between mind and body in reading/learning contexts	Students should understand the difference between ethos, pathos, and logos and be able to describe the importance of pathos appeals on the reader. Students should understand the body-mind and concepts that underscore the psychoemotional aspect of reading & learning (e.g., worldview threat, cognitive dissonance, embodiment, etc.).
	6	-State of the world today as it relates to misinformation, disinformation, cultural bias, propaganda, and flaws in generative AI and one’s own reaction to the reality	Students should receive information about the deeply problematic aspects of today’s information landscape, “tune in” to their feelings about it, and be able to (a) describe those feelings and (b) set a goal around how they would like to feel about the state of the post-truth world.
	7	-Basics of emotion regulation in reading/learning situations	Students should learn basic emotion regulation in educational contexts (e.g., deep breathing, grounding) and productive outlets (civil discourse, journaling)  and give thought to how they will apply these techniques in response to disturbing news about today’s information landscape.
	8	-Application of emotion regulation in reading/learning situations	Students should revisit the conversation about misinformation, disinformation, cultural bias, propaganda, and flaws in generative AI; notice when they feel emotionally uncomfortable; practice emotion regulation and a productive outlet; and be able to articulate whether they received the more comfortably than before.

Student competencies: Students should practice the precise skill-level components of critical discourse analysis, close reading, and critical reading and be able to detect narrative flaws, biases, subtextual persuasion, and other misleading rhetorical moves of propagandistic writing. 

Educator preparation:  Teachers must familiarize themselves with the key concepts and skills. They also should find materials for their students to actively practice on. It is recommended that teachers find reading materials that are flawed or problematically biased in subtle but important ways and lead their students in experimenting with detecting and discussing those flaws. (See Josh Compton’s “Inoculation Theory and Metaliterate Learning” in Mackey, 2019.)

Framework area		Key concepts and/or skillsets	Learning objectives
Reading the Self	9	Reading subtextually; noticing word-level subtextual meaning	Students should define denotation, connotation, euphemism, & innuendo.
	10		Students should detect denotation, connotation, euphemism, & innuendo in subtly problematic text.
	11	Lateral, intertextual reading	Students should practice reading two or more texts on the same topic and comparatively analyzing content and rhetoric.
	12		Students should notice what’s stated, emphasized, excluded, and included in each text; they should be able to name questions that arise from the differences and strategize how to resolve those questions with research.
	13	Fact-checking of AI	Students should learn best practices of fact-checking text.
	14		Students should prompt generative AI on a number of questions and fact-check it.
	15	Sentence, page, and paragraph-level analysis of problematically biased materials	Students should observe sentence and paragraph-level organization, syntax, and grammatical choices, like passive voice.
	16		Students should be able to explain how such elements like the order of ideas in a text, the amount of space given to some ideas vs others, and framing devices like section headings influence meaningmaking in the reader.
	17	Sound vs fallacious logic	Students should study logical fallacy and be able to define it and its opposite: sound logic.
	18		Students should be able to identify some of the most widely used logical fallacies in contemporary public and political discourse (strawman fallacy, circular logic, binarism, and so on; they should also be able to name the detriments and remedies of widespread fallacious logic)
	19	Narratives	Students should define narrative, metanarrative, and counternarrative.
	20		Students should be able to name mainstream narratives about an important topic, pinpoint the societal metanarrative that it falls under, and identify some viable counternarratives to to the mainstream, acceptable ones.
	21	Descriptors	Students should notice when descriptors like adjectives and adverbs are used for precise writing and when they are omitted, for a generalizing effect.
	22		Students should describe the ways in which claims are oversimplified when descriptors are omitted and articulate how imprecise word choice can lead to perceptions of people as monolithic.

Student competencies:  Students should be able to look back at all of the other competencies and all of the critical reading skills that they have practiced. They should envision themselves as writers and ask how they avoid fallacious, misinforming, disinforming, and other problematically biased writing and commit to sound, high quality, ethical writing and posting. 

Educator preparation: Educators should review the other three frameworks and envision how their students might become the type of writers that would pass muster in others’ close reading of their work. Educators should read up on responsible AI use and the critical AI movement and be able to make recommendations to students.

Framework area		Key concepts and/or skillsets	Learning objectives
Research	23	Information literacy	Students should define credible sources and learn to locate them for particular uses.
	24	Critical AI; responsible AI use	Students should study the main claims of the responsible AI movement, analyze content of AI ads, and compare and contrast them. They should then take a position on unrestrained use of AI and generate best practices for responsible use.
	25	Responsible academic writing	Students should review the critical reading skills applied to other authors and articulate how they–as academic writers–can write responsibly from credible sources.
	26	Metaliteracy and responsible content creation	Students should review the critical reading skills and articulate how they can post and share responsibly on social media and other digital platforms.